“In short, we learn from experience, but only if we REFLECT on our experience. . . . The gift of this book is the fine and rich detail it offers about intentional, rigorous, fruitful reflection.”
—From the Foreword by Roland S. Barth, Founder, Harvard Principals’ Center

“A gem of a book. . . . Full of insights and resources, including a framework for assessing leadership, How Leaders Learn is deep in insight and practical in action.”
—Michael Fullan, Professor Emeritus, University of Toronto

“Provides an original and refreshing approach to leadership—one grounded in the ‘power of practice.’ This book would make an excellent book study for your administrative team.”
—Thomas J. Sergiovanni, Lillian Radford Professor of Education, Trinity University, San Antonio, Texas

“Gordon Donaldson’s fine book offers engaging accounts of school leaders who learn and grow in their work. Readers who find little of use in how-to-lead manuals will discover here the kind of reflection, guidance, and support they are looking for.”
—Susan Moore Johnson, Harvard Graduate School of Education

 “Educational leadership has the most profound impact on the development of our children and future leaders. Donaldson's book is a marvelous integration of research and development programs to enhance our cognitive, emotional, and social intelligence.”
—Richard Boyatzis, Case Western Reserve University, co-author of  Primal Leadership and Resonant Leadership

“An indispensable resource. . . . Donaldson eloquently applies his I-C-I model to real-life stories of courageous school leaders to inspire and illuminate the landscape of personal and professional learning as a developmental process.”
—Ellie Drago-Severson, Teachers College, Columbia University

How Leaders Learn portrays the developmental experiences of educators seeking to become accomplished leaders in their schools. The author presents a new model of leadership knowledge—the Interpersonal-Cognitive-Intrapersonal Model (I-C-I). Through the stories of teacher leaders and administrators who participated in the I-C-I leadership development programs, the author depicts the evolution of understanding, skill, and self-confidence. These learners grapple with questions essential to all effective leadership: Does my leadership generate improved learning for the students in my school? What are my greatest assets as a leader? What are my greatest liabilities and what do I do about them? Can I find a leadership role that is both productive and sustainable for me and for the school I serve?

This dynamic professional development tool:

• Introduces a framework for thinking about how school leaders cultivate and support their own learning
• Examines the three domains of leadership knowledge and action: Interpersonal, Cognitive, and Intrapersonal.
• Describes how to structure the experiential learning cycle to support leadership that benefits students.

Gordon A. Donaldson, Jr. is a Professor of Education at the University of Maine.